Project: 2017-2018 Medical Interventions

Step Description Expected Student Results
1 Letter of Introduction:
Student shares their interests and goals within a career field related to health care, educational plans and hobbies outside of school.

Student will share what they have been working on in class to this point.

Student will work to complete two questions from the College and Academic planning asset.

Mentor will introduce himself or herself to student. Share their career and educational background/pathway as well as some personal interests and hobbies.
Mentor shares with student the best times/days for reading and responding to student messages.		 Google Docs Journal Entries Documenting Completion of:
1) Letter of introduction to the mentor explaining his/her interests and activities in and out of school and career related.
2) A small portion of student's Career/academic planning is completed
2 Student task:
Student will share with mentor what we are currently working on in class related to hearing loss, cochlear implants and discuss with mentor any questions either might have around that topic.
Student completes two more questions or research areas within the Career and Academic Planning Asset. Mentor Task:
Mentor provides insight or questions for student that can be discussed regarding current unit in class.
Student documents all notes, citations and thoughts in Journal or through Google Docs.
Academic Planning has additional work completed
3 Core Curriculum: Unit 2.1 Student partners assume role of a genetic counselors and prepares a case file for a given patient. The file should show your expertise, compassion, and ability to provide clear medical advice. File must include:
* Description of disorder/disease that a family with limited background in science or genetics could understand. * Pedigree showing inheritance or karyotype of disorder.
* Answers to minimum of 6 quality questions the patient or family would be most likely to ask.
* Case recommendation for options regarding tests, treatments and how to live with the disease.
Student:
1) Student will submit the case file to mentor for analysis of each component.
2) Student will make revisions to work based on mentor's feedback.
3) Student will answer mentor's questions as if they were a genetic counselor.
3) Student will present to peers a final report and take part in a Q and A session.
4) Student will share a written reflection over the project with mentor and thank mentor for assistance.
Mentor role for Unit 2.1
It would be most helpful if mentor would be willing to place themselves in role of the patient or parent of patient (background will be provided). Consider student's work and if it meets the professional standards you would desire as a client.
1) Share with student where they missed hitting the highest of standards for a client in case file draft.
2) Present questions that if you were the patient/parents you would want answered so that students can incorporate those into the report.
3) Reply to student's answers addressing if you felt the answers were detailed, empathetic and professional. 		Journal entries will continue for documentation.
1) Student will be completing a genetic counseling case file for Unit 2.1 which will be presented to the class and mentor.
2) Student will upload their work into the Portfolio of Work within the first Asset
4 Students will be performing PCR, using restriction enzymes and Electrophoresis lab work. This is new for some students so they will be sharing the what and why for each step in order to clarify their own understanding. Eventually student will connect between the genotype to phenotype

Mentor tasks:
1) Mentor will review student work, ask questions to get students to provide more depth of thought and address misunderstandings.
Students complete a flow chart for the processes used in the Bitter Taste Lab. This will include reasoning and goal for each step. This information will be documented in student journal and through conversations with mentors.
5 Thanksgiving Break Week Homework
Medical Innovation Project

1) The student will research new innovations based on personal interests.
2) Student will share with mentor the five selections and sources used that they would like to feedback from mentor on.
3) After mentor suggestions student will narrow choices down to top 2 to continuing research on and share their selections with mentor.
4) Student will share with the class some of the areas they were most interested by.

Project
1) Mentor will research the student's chosen topic/topics of interest and send student some search terms and/or websites related to the topic.
2) They will share ideas with the student regarding what innovations might have the biggest impact on society. 		Student will begin working on one of the larger course projects that will take place in sections over the next 2 months called Biomedical Innovations. Much of this project will not take place in the classroom but as outside work. At conclusion of project in January student will produce a working model and a display.
6 Student shares discussion with mentor over some of the ethical concerns related to genetic engineering including CRISPR. Student will be engaging in an online debate with classmates and asking mentors to review their arguments and supporting statements.

Mentors are asked to challenge students to develop thoughtful positions that are well supported with evidence for the debate.
Posting for the debate will reflect depth of thought and that students used quality sources to support their point of view.
7 Special Note: Several students will be attending the HOSA - Future Health Professionals State Conference on Feb. 22- 24th. These students may be asking you for some suggestions related to their individual competitive events. This is work outside of the classroom and this mentored pathways project however any help or suggestions you can provide would be much appreciated. As an example the Job Seeking Skills event requires a cover letter and resume that a student might ask for comments on.

Biomedical Innovation Project
Days in class are planned for Dec. 8th, 11th, 12th and Jan. 10th, 11th and 12th. Remaining work will need to be completed outside of regular class hours. Project due January 17th.
Winter Break is scheduled from December 25th to January 9th.
Student groups will complete research over innovation and proceed to developing a working model as part of presentation.
1) Student groups will design a sketch of 3D model with list of materials that are available to build.
2) Students request suggestions from mentor for additional ideas to improve on model or different materials that could be used.
3) Students build model, test and revise. Students continue process until a model meets criteria.
4) Students share pictures or video of model in action with mentor and teacher.
5) Students prepare a display to highlight their innovation and model
6) Students will add more details to their Career/Academic Plan between early December to early January.
Mentor's role:
1) Suggest changes to design or materials to improve model.
2) Review models and display information and provide feedback to students to enhance.
Student groups will develop a working model of the medical innovation decided upon. Much of this will take place outside of the classroom. Biomedical Innovation Project will be due on January 17th.

Student second asset over Career/Academic Planning will have more detail added over break.
8 Unit 3.1 Detecting Cancer

Students will be analyzing methods for detecting cancer; radiology, cancer cell morphology and microarray
1) Students discuss with mentors methods to detect cancer and morphology.
2) Students explain their understanding of microarray use in cancer studies and ask mentors for clarifying information if mentor has experienced using or applying in their field.

Mentors:
1) Please share any understanding or experience you have related to diagnosing cancer.
2) Share your understanding, especially if you have experience using microarray technology. This is a topic which can be difficult and challenging for students to understand. Assist/encourage students to answer conclusion questions with depth.
Journals and discussions reflect that students can:
1) Students understand what cancer is and the technologies used in cancer detection. 2) Recognize that DNA microarrays measure the amount of mRNA for genes that is present in a cell sample.
3) Perform a simulated DNA microarray to analyze gene expression patterns.
9 Special Note: Several students will be attending the HOSA State Conference on Feb. 22-24th. These students may be asking you for some suggestions related to their competitive events. This is work outside of the classroom, curriculum however any help or suggestions you can provide would be much appreciated.

Unit 3.2 Reducing Cancer Risk
Students will:
1) Share initial experimental design for UV Yeast lab by 2/13 and then the completed rough draft of lab report (2/20) with mentor asking for feedback to improve. Final draft is due 2/27
2) Explain the role of marker analysis as alternative to full DNA analysis in their own words and asks questions of mentor to help clarify their understanding.
Mentor please:
1) Critique rough draft of lab addressing how to write scientifically.
2) Feedback on professionalism of final lab report.
2) Please share any understanding or experience you have relating to marker analysis vs DNA testing OR background knowledge of BRCA1 or BRCA 2 genes. If you do not have background in this area make sure the student provides a explanation that is comprehensible at an appropriate level (undergrad college). Once again this is a topic which can be difficult or confusing for students so if they can explain simply they probably have a decent understanding.
Journal will reflect that student can:
1) Perform marker analysis to determine the presence of a genetic mutation associated with breast cancer.
2) Explain the purpose and process of marker analysis.
3) Student will turn in a quality final lab report.
10 3.3 Cancer Treatment
Student shares different forms of cancer treatments that are commonly used which includes methodology and side effects.
Student continues to add details into their career/academic asset.
Mentor:
1) Please share if you have any special background related to cancer treatment to help student's understanding.
2) Please comment on student responses within the 2nd Asset Career and Academic Planning that student has completed up to this point.
Students journal and emails to mentors show clear understanding of the types of cancer treatments commonly used and the treatment action as well as side effects.
Students reflect on mentor comments related to asset 2 Career Planning and add great details
11 3.3 Unit Project
Student partners will be designing physical and occupational therapy plans for patients and putting into a presentation that would be shared with them or family.
Plan should focus on the following:
Assisting the patient with adjustments from physical changes and disabilities
Restoring the patient’s independence
Helping the patient master daily activities

Plan must include the following items:
A description of the overall goals of the rehabilitation plan.
What is it that the patient wants to get out of his or her rehabilitation?
A description of the unique physical needs of this patient
A description of what the patient should expect in terms of his or her progress and pain over next six months
A detailed outline of the physical rehabilitation plan for the next six months. Include the responsibilities of the physical therapist and the occupational therapist as well as the major rehabilitation milestones that need to be met along the way.
A detailed description of what will happen during a typical physical therapy session. Include a sample exercise or task that will be done as well as the rationale of the task and the specific muscles that will be targeted.
A detailed description of what will happen during a typical occupational therapy session. Include a sample exercise or task that will be done as well as the rationale of the task and the specific muscles that will be targeted.
A description of any other biomedical science professionals who will be involved in the patient’s rehabilitation (if applicable)

Mentor: This will be similar to the genetic counseling cases we completed in the fall although shorter in duration. Please ask questions that you would have as a patient or family member.
Review student ideas and provide feedback on presentation. 		Journal will document that students recognize that physical and occupational therapists work to help patients with disabilities or patients recovering from surgery or injury to restore function, improve mobility, relieve pain, and improve the ability to perform the tasks necessary to lead an independent and productive life.
Design and present a comprehensive rehabilitation plan, given a specific case. Upload your work into the Portfolio of work asset.
12 Note Spring Break is from March 23rd to March 30th.

In class activity:
Students will share with mentor how genetics can be used to develop a precision plan for treatment. Ask mentors about any background or experience they have related to using genetics to determine an approach to treatments.

College and Career Readiness Asset is completed Spring Break or addresses issues based on feedback from mentors.

Mentor: Review student's plan for their pathway to desired career. Share your own successes and possible struggles. Suggest some additional ideas for developing skills that are valuable within industry and education. 		Student journal and emails document their understanding of personalized/precision medicines. Students will:
1) Recognize that all drugs do not act the same way for all individuals.
2) Explain how single nucleotide polymorphism (SNP) profiles may factor in to the decision to prescribe a specific medication.

Career/College Exploration: Student will complete remaining sections or reflect and make corrections.
14 In class activity for cancer unit. Student will investigate the variety of nanotechnologies currently being developed for the diagnosis and treatment of cancer. They will use the ideas to design their own nanotechnology-based cancer treatment and create a clinical trial to test the safety and efficacy of the treatment.

Develop a clinical trial to test the safety and efficacy of the nanotechnology- based treatment. Include the following information in presentation:
Background Information:
Name of clinical trial
Description of population being studied
Summary of the known and potential risks and benefits, if any, to human subjects
Description of the route of administration (delivery method)
Description of the cells the treatment will target
Description of how the treatment will target these cells
Description of how the treatment will be released into the targeted cells
Description of what the treatment will do once inside the targeted cells
Description of how the treatment will destroy the targeted cells

Trial Objectives and Purpose:
Description of the goals of the trial
Description of the hypothesis of the results of the trial
Description of how this treatment will be better than the treatments that are currently being used for this type of cancer

Trial Design:
Description of the type/design of trial to be conducted (e.g., double-blind, placebo-controlled) and a schematic diagram of the trial design
Selection of Subjects:
Specification of the criteria for the inclusion and exclusion of potential subjects (i.e. who is eligible to participate in the study and who is not eligible)
Assessment of Safety:

Description of safety procedures


The primary goal for this poject is to understand the process of designing a clinic trial. Do not get too caught up in the nanotechnology but address how you could run a trial using it.
Share your ideas and questions about designing a clinical trial with mentor. Ask mentor if your design will meet all the requirements. Ask mentor if your clinical trial is well explained or if there are important components you need to revise.

Share your presentation with mentor asking for feedback on its' professionalism. Mentors please ask questions of your student regarding their nanotechnology design choices. Does it seem feasible as a treatment in the future?
Focus is more about the design process. Does the student seem to understand the steps and flow of a clinical trial?
If you have experience with clinical trials please explain the process and time frames that are involved. Critique the student explanation of the nanotechnology and how they designed their trial offering suggestions to improve. 		Students will develop and present a clinical trial proposal for a nanotechnology-based cancer treatment.
Student will upload their project into the Portfolio Asset
15 Students email a gracious thank you to your mentor expressing how he or she helped you develop a better understanding of material we covered in class as well as how to achieve your career and educational goals.
Complete the Mentored Pathways survey.
Mentors please share any final thoughts or encouragements with students.
Complete the Mentored Pathways survey.
It was a pleasure working with all of you. Thank you for helping me to better develop our program and all the time and effort you gave to our students. 		Document a professional thank you email to mentor.
Mentored Pathways survey completed.